tb.session3.assessing progress and achievement
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www.educationscotland.gov.uk
Assessing progress and achievementAHDS Conference March 2014
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Purpose
An overview of the Professional Learning Resource
Progress to date
Key messages delivered
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Support professional practice in assessing progress and achievement of a level within the broad general educationquality assurance and moderation activities and approaches to managing assessmentprogression in the significant aspects of learning in each curriculum area
Purpose of the Professional Learning Resource
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The suite of resources
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Suite of resources
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Overarching Paper – generic advice How Should I Plan for Assessment? NAR Flowchart What are Significant Aspects of Learning? What Does Progression Look Like? Breadth, Challenge and Application How Do I Make Holistic Judgements About Achieving a
Level? How Can We Monitor and Track Progress? Responsibility of All
Published December 2013
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Curriculum Papers A description of the significant aspects of learning within
that area of the curriculum An outline of what breadth, challenge and application
look like within the area of the curriculum Information on planning for progression through
curriculum levels, using breadth challenge and application
Information on monitoring and tracking progress and achievement in that area of the curriculum
Almost all published – target date end of February
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Progression Frameworks
Identifies for each level a body of knowledge and understanding and related skills, as detailed in the experiences and outcomes
Describes progression within the significant aspects of learning
Draft by end of February –
final April:
http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/progressandachievement/professionallearningresource/progressiongrids/assessingprogressandachievementtables.asp
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Early insights….. Annotated exemplars
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Annotated Exemplars
Early insights published June 2013
Fourth level – Early Insights April 2014
Early to fourth level – June 2014
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Monitoring and Tracking Progress in the Broad General Education
Processes should be manageable and sustainable Focus should be on information that supports
discussions about planning, learning, teaching and assessment
Staff working together to reach a shared understanding of what good progress and achievement looks like
Important to avoid approaches which suggest a linear approach (such as D,C,S)
Published December 2013
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Tackling Bureaucracy
Assessment judgements, particularly within broad general education but also in the senior phase of CfE, should be based on evidence drawn mainly from day-to-day teaching and learning. Tracking pupil progress and moderation is important; however, there is no need to produce large folios of evidence to support this. Assessment within CfE is based on the exercise of professional judgement.
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Monitoring and Tracking Paper Class teachers and/or the adult who knows a learner well could track
information in relation to: • a range of evidence of learners’ work to give an overview of
progress • coverage of contexts/topics/activities/skills • range of personal achievement activities • using an appropriate approach to indicate how well individual
learners in a class group are progressing in relation to the significant aspects of learning.
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Significant Aspects of Learning
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Achieving a level• Has achieved a breadth of learning across almost all of the
experiences and outcomes for a level, including significant aspects of the curriculum area
• Has responded consistently well to the level of challenge set out in these experiences and outcomes
• Has moved forward to more challenging learning in some aspects: and
• Has applied what he/she has learned in new and unfamiliar contexts
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What are Significant Aspects of Learning?
Within the context of assessing progress and achievement in the Broad General Education, the phrase significant aspects of learning refers to the core learning, based on bundles of related experiences and outcomes, which can be planned for and against which learners’ progress can be tracked periodically.
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To ensure coherence, the development of significant aspects of learning have been informed by:
the rationale underpinning the curriculum area identified in the relevant Principles and Practice paper
key aims of learning outlined in the relevant Principles and Practice paper
the organisation and structure of the statements of experiences and outcomes.
Therefore, the form and nature of the significant aspects of learning differs across the curriculum areas because they reflect the structure, content and underpinning rationale of the relevant curriculum area.
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Key features of significant aspects of learning brings together a coherent body of knowledge and
understanding and related skills, as detailed in the experiences and outcomes
is common to all levels from early to third can provide sound evidence of learning in accord with the
principles of Building the Curriculum 5: A Framework for Assessment
supports the practice of holistic (‘best fit’) assessment can be effectively used to inform assessment of progression
within a level and achievement of a level can be readily used to plan further progression within a level
and from one level to the next.
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Workshop 2